Abstract
This study provides a conceptual framework for an ESP coursebook design and evaluation process. The first chapter presents the basic characteristics of high-quality coursebooks from the different authors’ point of view, describes the roles that ESP learning materials fulfil, discusses the issue of their content and authenticity, and deals with factors that should be taken into consideration when designing a coursebook including the role of teachers who design learning materials and work with them. The crucial part of the chapter is formulation of the principles of an ESP coursebook design based on SLA theories and description of a model of an ESP coursebook design concerning both adaptation of the available learning materials and design of new materials as well as the basic steps in designing one lesson of the coursebook. The second chapter draws from general approaches and rules for coursebooks evaluation, discusses the process of an ESP coursebook evaluation and gives examples of checklists whose development is one of the aims of the dissertation project focused on design-based research of an ESP coursebook.
Published Version
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